opportunities to hear and confer with consultants, a ... · descriptors-computers, data processing,...
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DOCUMENT RESUME
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By-Walz, Garry R.; Urbick, ThelmaTHE DESIGN AND IhPLEMENTATION OF INFORMATION SYSTEMS FOR PUPIL PERSONNEL SERVICES. FINAL
REPORT.American Personnel and Guidance Association, Washington, DC.
Spons Agency-Office of Education (DHEW), Washington, D.C. Bureau of Research.
Bureau No-BR-7-0227Pub Date Jul 67Grant-OEG-2-7-070227-1641Note-17p.EDRS Price MF-S025 I-IC-SO.76Descriptors-COMPUTERS, DATA PROCESSING, *Ih1FORMATION CENTERS, *INFORMATION DISSEMINATION,
INFORMATION PROCESSING, INFORMATION RETRIEVAL, *INFORMATION SERVICES, INFORMATION SYSTEMS,
STUDENT PERSOMEL SERVICESStudent personnel workers and services have increased without parallel increase
in research in this area. To update and augment existing research skills, includingknowledge of computers and computer language, to work toward a more adequateinterdisciplinary conceptual base, and to encourage the establishment of informationcenters in the participants' own locales, an intensive, workshop on information systemswas sponsored the week of March 13-17 in Dallas, Texas, prior to the NationalConvention of the American Personnel and Guidance Association. , Some 54 participantsrepresenting a diversity of student personnel positions attended in teams of two tofour members. Team attendance was used to increase the likelihood that the workshopparticipants would organize their own information systems and undertake neededresearch. Among the means used to reach the instructional goals were: large and smallgroup information sessions, opportunities to hear and confer with consultants, acounselor's information game, and orientation on methods used by the EducationalResearch Information Centers (ERIC). Follow-up studies will attempt to evaluate theworkshop approach in stimulating the establishment of information systems in localareas. (TU)
CG 002 691
FINAL REPORTProject No. 7-0227
Grant No. OEG-2-7.-0702274641
THE DESIGN AND EMPLERENTATION OFINFORMATION SYSTEMS FOR PUPIL PERSONNEL SERVICES
July 1967
U.S. DEPARTMENT OF.BEALTH, EDUCATION, AND WELFARE .
Office of EducationBureau of Research
THE DESIGN AND IMPLEMENTATION OFINFORMATION SYSTEMS FOR PUPIL PERSONNEL SERVICES
Project No. 7-0227Grant No. 0EG-277-070227-1641
Garry R. WelzProject Director
July 1967
The research reported herein was performed pursuant to a grantwith the Office of Education, U.S. Department of Health, Education,and Welfare. Contractors undertaking sudh projects under Governmentsponsorship-are encouraged to express freely their professional judgment
in the conduct of the project. Points of view or opinions stated do
not, therefore, necessarily represent official Office of Education
position or policy.
American Personnel and Guidance Association
1605 New Hampshire N.W.Washington 9 D.C.
Introduction
This training program wts designed as a workshop which took place
March 13th through the 17tho 1967 in Dallas, Texas just prior to the
national convention of the American Personnel and Guidance Associa-
tion. Because five of the trainees were sponsored by projects on
which they are working, the workshop numbered fifty-four rather than
the fifty originally planned. A diversity of pupil personnel posi-
tions was represented including local and state guidance directors
and coordinators, counselor educators, counselors, school psycholo-
gists, psychometrists, data processing specialists, and a school
nurse. Trainees were encouraged to attend in teams of two to four
members to better implement the Workshop objectives.
The overall goal of the Workshop was to provide an interdisci-
plinary approach to establishing an information system in the parti-
cipants own locale. The need for such information-systems has
become apparent as the number of pupil personnel workers and services
has increesed without a parallel increase in research competency
and output. Because of thig,programs of pupil personnel services
have grown in a rather haphazard fashian rather than from an experi-
mental conceptual baee.
Major obstacles to the development of a viable local research effort
ia programs of personnel services appear to be three in number.
First, there is an inadequate interdisciplinary conceptual base.
Pupil personnel workers are prepared as specialists (counselors,
school psychologists, social workers, etc.) and hence tend to con-
ceptualize their work in the narrow terms provided by the parti-
cular preparation plogram where they received their training.
When they came to work together as members of a broad program of
pupil personnel services, they experience an inability to locate
terms or to conceptualize their work in ways that are inclusive of
the interaction between the different personnel specialists and the
impact this interaction has upon pupils. Bence, what research is
undertaken focuses upon the intervention of a single specialist
rather than on the team of specialists who are working with the
same pupils.
Secondly, both the procedures and the information sources used in
the search phase of research are limited. Documents and ideas are
sought from nearby acquaintances. Few personnel workers have devel-
oped either the attitudes or skills which would enable them to
devleop a coordinate indexing system to search and retrieve from a
broad information bank that data which would be appropriate to their
inquiries. As the research capability of the personnel worker is
frequently restricted to limited personal contacts, there is a com-
mon information gap in program operation. Significant research
findings are unknown and hence, inappropriate decisions and plans
are made.
2
Thirdly, the preparation of the majority of personnel workers hasnot included training in data processing and computer programming.For this reason, the capabilities of such a system for aiding in .
both search and research in personnel services would seem to beseldom realized. This is in spite of the fact that the hardwareand the opportunity to use it exists for a very large number ofprograms.
It was the view of the staff conducting the workshop that we havea situation where many personnel workers, trained as researchers,
are unable to do effective research. This indicates a great waste
of their training and a loss to the school in which they are employed.It was believed that improvements in this situation could best be
effected by a dhort term, intensive workshop in which the partici-pants had the opportunity te augment their present research skills
with assistance in the three areas previously described. The
needs of the employed personnel workers are such that neitherthe usual formal courses offered by educational institutions orthe in-service experiences developed by local educational units
are sufficient.
What was needed was an agent that could bring together researchers
of imagination and experience who were committed to working with
local personnel teams which were motivated to undertake research
in their schools.
It was felt that the workshop sponsored by the American Personnel and
Guidance Association, and carried out by the Association for Couw-
selor Education and Supervision was the ideal agent to perform this
function. The prestige and position of the Association would enable
them to attract researchers eminently suited to the tadk. In addi-
tion, the services of the ERIC Clearinghouse for Guidance and Coun-
seling, the Interdisciplinary Research Council on PUpil Personnel
Services, and the Interdisciplinary Fellowdhip Program in Guidance
and Counseling, working in conjunction with the Association, enhanced
the resources and staff available to the program. As an Associa-tion-sponsored activity it would receive national publicity and
attention which would attract a large group of qualified applicants.
Furthermore, the Association would be in a position to communicateand disseminate the results of the workdhop in a way that would facil-
itate the infusion of the concepts undergirding the workshop to
persons and programs not di.72etly involved in the workshop itself.
There were four basic objectives for the workshop: 1) To develop
an interdisciplinary conceptual base for pupil personnel work
which bridge the different specialities; 2) To prepare the work-
shop members to undertake searches for relevant information using
a variety of indexing and retrieval tools; 3) To prepare the members
in the use of data processing procedures find new computer program-
ming techniques applicable to the development of a comprehensive
local information system; and 4) TO acquaint the members (and through
3
,1
them, a much wider audience) of the uses to which the ERIC Information
Counseling and Personnel Services can be put for research acttvities
in personnel service.
Before any meaningful research or researdh-related activity can be
undertaken it is necessary that individuals be able to use concepts
which are appropriate to the area under investigation. The formal
specialist preparation provided by most institutions does not
typically provide development of this kind of conceptual base.
Therefore, a specific goal of the workshop was to assist the
members to develoi a conceptual base w"Aidh would facilitate inter-
disciplinary communication and researdh. Members were aided in
developing "bridge concepts" which link together common but
differently labelled concepts from several areas. In particular,
they were to be trained in the use of an education thesaurus as a
means of providing a cannon language for developing educational
concepts.
A critical phase in any research endeavor is the search which the
researcher undertakes in his initial research activity. Implicit
in the search is the need to identify what is relevant information,
and, as a consequency of interaction with the information, to build
a defined and more precise purpose for the search. It was intended
that the workshop provided skill training in conducting searches
and in the using of tools (indexes, abstracts, thesauri) useful
in searching. A particular outcome envisaged was that the member
be able to conduct effective seardhes and that the search processes
contribute to a more precise definition of the purpose of his search.
To a large extent, one of the major goals of the workshop was that
the member be able to design and implement an information system
in his local school which would facilitate searches by the member and
his colleagues. To motimize the efficacy of the searches it was
regarded as desirable that the searcher be able to utilize such tools
as data processing and computers. Many recent developments in this
area, such as computer search programs, offer the promise of a more
effective information system. In addition, other equally important
aspects of the system, such as the method by which information is
collected how it is stored, what procedures are used to retrieve
it and the flow of the system in operation require the specific
preparation of the individual.
The development of an ERIC Information Center for Counseling and
Personnel Services makes it possible for the first time to undertake
searches of a comprehensive national source. To fully capitalize
on the potentialities of the information center, however, requires
familiarization with its operation and instruction in the use of
tools developed for center use. It also is significant to see the
relationship between this sytem and other information systems. It
was a specific goal of the workshop that members become familiar with
center procedures and become skillful in the use of tools provided
4
by the center. It was expected,-as a result-of the wbrkshop,'that members.serve as publicists of the ceater when they return totheir own regions. This was to save the dual goal of developinga sophisticated national user population and disseminating the usesof the center through highly effective interpersonal contacts .
between workshop members and persons with whom they have contacts.
TWo less direct, but nonetheless important, goals were planned for.The first is that we need extended opportunities to study userbehavior as they utilize the services provided by the center.The workshop provides a micro-world where user response to a varietyof tools and formats could be studied. This can lead to improveduser service which will benefit all users of the center.
Asecond goal relates to the development of a private "educationintelligence system" for use in a particular locale. Perhapsit would be useful to view the objective as that of encouraging agroup of people in a particular place not only to use someone else'ssystem to answer specific questions, but to use existing systemsto help build a local, personal, even deosyncratic system. Thisis a step which may be much more necessary than the designersof large, multi-purpose systems may realize. At any rate, it seemsclearly desirable to increase users' emotional identification withsystems which are all too often viewed as belonging to someone elseand shaped to fit the needs of some other "in-group." The dwvelop-meat of a personal sgb-system search building upon the externalsystem has a parallel with the process that an individual must usein his own personal decision making as he attempts to bring relevantinformation to his problem. The very process of identifying relevantinformation and especially refining the purpose of the search canbe translated into a series of steps which can serve as a model forclients who are grappling with personal problems. Thus in a realsense a major outcome for personnel workers of this workshop was tobe an increased capacity to assist clients seeking help in resolvingproblems to acquire skill in identifying information relevant totheir problem and to use the search for relevant information as ameans to more precisely define their problem and the purpose oftheir search.
Description of the Program
The workshop was conducted much as originally planned. After anorientation to provide the participants with information concerningwhat they could expect in the week ahead, four major interestgroups were formed to provide an opportunity for concentration ina particular area of information systems. These four groups were1) Outcomes of Information Systems; 2) Goals and Objectives;3) Types of Data Masses Within a School; and 4) Systems Users.These groups were given specific times during the week to meet,discuss, and utilize the workshop consultants to aid in theirunderstanding and planning. On the last day of the workshop
5
each group reported the results of its study.
Various consultants were utilized throughout the week and wereavailable not only for large group instruction but also for con-sultation with the special interest groups as well as with thelocal teams who had particular areas of interest and concern.
Dr. Barton Burkhalter, Lecturer and Instructor in Library Science,discussed the design of information systems and the use of computerhardware in these systems.
Dr. James Dunn, Director of IRCOPPS and Assistant Professor of Edu-cation and Psychology at the University of Michigan, gave instructionon the interdisciplinary approach to the planning of informationsystems.
Dr. Walter Foley from the Iowa Educational Information Center util-ized a slide sound presentation in explaining their very extensiveservice. This comprehensive system includes practically all phasesof school record keeping; student registration, and special studentidentification.
Dr. Fred Goodman., Associate Professor of Education, University ofMichigan, designed especially for the workshop a counselor informa-tion game that involved needs, strategies, and communicationbetween counselors and counselees. He also instructed in informa-tion system design.
RE,J4JASIggemLjahmaSo, Professor of Education and Research Asso-ciate at the Computer Center, University of Michigan, dealt with theuse of the computer in information systems and instructed on advancedcomputer technology.
The nidwestern States Educational Information Proiect team sharedtheir experiences and goals with the workshop participants and usedoverhead transparencies to illustrate. The increasing need forieadily available educational information by educators and adminis-trators resulted in the creation of this thirteen state project.
Dr. Garry Walz, Associate Professor of Education, University ofMichigan, Director of the ERIC Counseling and Personnel ServicesInfcmmation Center, discussed information systems and personnelservices and the interface between the ERIC Counselling and PersonnelServices Information Center and local information systems.
Among the topics included in the large groUP sessions were: BasicComputer Language and Programm4ng; Overview of Canputer Application,Ethics and Confidentiality in Computer Record Keeping InformationSysteas Design; Interdisciplinary:Apprdech to Information Systems,Use of the ERIC System; and Counselor Information Gmne.
6
Evaluation of the Program
a. Objectives
1. On the whole the objecttves were appropriate. The
interdisciplinary conceptual base for pupil personnel work met with
enthusiasm and could have been given greater focus and weight.
2. More time could have been allotted to the establish-
ment of information systems in the trainees locality. Acquainting
the participants with the ERIC system seemed to merge these two
objectives and could have recetved even more emphasis than it did.
3. The instruction on computer programming stimulated
interest and should be retained in a similar workshop. In prac-
tice, the wide range of sophistication represented by the workshop
participants added to the resources available withia the workshop.
b. Conte:At Focus
Flexibility in content focus was desirable and allowed the
group to focus on topics of special interests to the members.
Some of the special interest groups, however, found it difficult
to find a focus. A staff member working with them during the first
meeting or two could have facilitated this process. Because of the
enthusiasm regarding information systems, it seems that more time
could have been devoted to instruction in the use of retrieval
tools, e.g., working with the thesaurus and the framing of questions.
Perhaps an actual body of documents with which the participants
could have worked would have proven valuable and interesting.
c. Staff
The staff was augmented by two ERIC staff members who
participated in the workshop. It would have been difficult to
offer the workshop without them. Additional group leaders would
have helped. The use of consultants for at ',mast two days each was
a desirable practice and should be repeated.
d. Trainees
The diversity of pupil personnel positions represented was
a good feature as was the wide geographical area represented.
More than the 54 participants would have been a disadvantage. The
diversity among the participants wasbeneficial to them since it
offered the opportunity to exchange ideas and gaia an understanding
of the thinking and problems in all areas of student personnel
work. The interdisciplinary concept was thereby embodied in the
workshop itself.
e. Organization
The timing was good inasmuch as the workshop was scheduled'
from March 13th through March 17th, the week before the American
Personnel and Guidance Association National Convention in Dallas,
7
Texas. A. substantial number of the participants were able to stay
over for the convention.
An intensive short term workshop was well adapted to augmenting the
research skill and interest of the trainees. /t would have been
difficult to maintain the same level of enthudiasm and motivation
for a larger period of time.
The day's activities started at nine and lasted until between
4:30 and 5:00. In addition there were three evening sessions.
This WAS a mix of activities which allowed time for thinking as
well as doing.
Housing was in a suburban hotel which left something to be desired.
The room used for the large group sessions was ample in size but
not wen adapted for this purpose; large pillars obscured the
view of the speaker and chalkboard from some of the participants.
This was an older hotel being remodeled from the top down and some
of the rooms below the ninth floor were not in zoo good repair.
f. Budget
Funding for the workshop seemed adequate. In two areas:
however, additional support would have been desirable. First,
travel funds for an on-site visitation to where_the-workshop was
to be held would be very desirable. Second, it would benefit the
program to have aupport available for people. to work on developing
resources prior to the workshop.
Maior Strengths or Unique Features. The high quality of the
workshop staff was surely one of the major strengths of the workshop.
The participants commented on the ability of the staff to communi-
cate on a level appropriate to the different levels of expertise
represented in the workshop. The use of several instructional
innovations such as gaming and special auiiio-visual devices added
to both the realism and the interest of the trainees in the program.
The team concept was also a desirable approach as it was quite appar-
ent that it aided the trainees to plan for "back home" applications
of the workshop experiences.
Perhaps not particularly unique, but nevertheless a beneficial
feature of the workshop was the built-in interdisciplinary approach
because of the diversity of student personnel positions represented
by the participants.
Maior Weaknesses or Difficulties. One of the greatest problems
seemed to be the lack of adequate facilities, i.e., the large group
room was not conducive to all participants being able to see the
speaker. Inasmuch as the chalkboard was extensively used for
illustrative purposes this proved to be irritating.
As previously mentioned the group work could have been improved had
additional group leaders been available. In budgeting insufficient
8
recognition was given to the need for telephone calls and telegrams
to firm-up details of the workshop. In the future it might prove
beneficial to provide support for the development of instructional
resources prior to the workshop. It was indirectly done in this
workshop and was of great benefit to the program.
Overall Evaluation. On the last day of the workshop the parti-
cipants were given an anonymous evaluation form to complete,
see Appendix nntber I in this report. The majority of the partici-
pants gave the workshop a high ranking. Many of them admitted that
they came with the idea that they would receive very definite
answers to their particular problems, but learned instead that informa-
tion systems caa be designed to fit needs of individual schools
and/or localities. They indicated that they were leaving with a
new process of thinking regarding information systems including a
careful consideration of the people and departments that would be
utilizing the system, all the types of data that they wished to store,
and a look into the future of rfleir problems before investing in
hardware. To obtain maximum usage of a system the consultants had
urged involvement of as many of the potential users as possible in
the planning stages; most of the trainees mentioned that they would
mot have given proper importance to the human element in devising
an information system.
One possibility that was not used to the maximum was the potential
of each individual team or participant to be a contributor to the
overall value of the workshop. Ttainees did not have sufficient
opportunity for an exchange of information about themselves to allow
others to realize that their experiences would be a valuable source
of helpful information.
The tone of the workshop vas such that it encouraged branching out
and the taking of initiative by individual teams. The resources
developed for the workshop such as the informational game proved
extremely useful to the teams. A greater availability of resources
through collaborative arrangements with local colleges, state depart-
ments, schools, etc. would have been desirable.
The USOE administration of the program was superior. The proposal
was promptly reviewed and approved. The negotiation on funds was
understanding and to the point, assistance was always available
when needed. It perhaps would be helpful if the results of other
Disectors in conducting workshops were regularly pravided to .
prospective workshop directors.
Program Reports
1. Publicity
First announcement of the workshop was through the December
issue of the APGA. newsletter, The Guidepost. The Guidetat is sent
to over 25,000 members of the American Personnel and Guidance
9
Association. A brochure, whiCh provided more details than theGuidepost and also indicated application procedures, was mailedearly in February to over 3000 people and included counseloreducators, state supervisors, large school guidance directors, and
all ACES members.
Announcement was also made in the January issue of The SchoolCounselor, the journal of the American School Counselors Associa-tion which reaches about 8500 personnel workers.
2. Application Summary
a. Approximate number of inquiriesfrom prospective trainees.
b. Number of completed applicationsreceived.
c. Number of first rank applications(applicants who are well-qualified)whether or not they were offeredadmission.
d. How many applicants were offeredadmission
3. Trainee Summary
a. NuMber of trainees initiallyaccepted in the program.Number of trainees enrolled atthe beginning of program.Number of trainees who completedprogram.
b. Categorization of trainees
1).Number of trainees who princi-pally are elementary or second-ary public school tefthers.
2) Number of trainees who are prin.cipally local public schooladministrators or supervisors.
10
17 requests toobserve, requestfor reports, etc.
46 team applicationsinvolving 114 persons
28 team applicationsinvolving 72 persons
21 teams involving54 persons
21 teams involving54 persons
54 persons
54 persons
18
1 Director of Manage-ment Information Serv.
5 counselors6 Student PersonnelWorkers5 Data ProcessingSpecialist1 Dept. Asst., Div.of Special Services
13
3) Number of trainees from colleges
or universities, junior colleges,
research bureaus, etc.
4. Program Director's Attendance
a. What was.the number of instruc-
tional days for the program?
b. What wars-the percent of days
the director vac, prcnent?
5. Financial Summary
a. Ttainee Support1) Stipends2) Dependency Allowance3) Travel
b. Direct Costs1) Personnel2) Supplies3) Equipment4) Travel5) Other
Per diemCommunicationsBrochure
c. Indirect Costs
11
Total
7 Junior Colleges2 counselors :
1 Data Processing Spec.2 Registrars2 Guidance Directors
9 Universitka1 counselor6 counselor educators2 Prof. of Education
7 "Specialigits"3 from Midwestern StateEducation Inform. Proj.
1 VAL Counseling Psych.
6 Dir.. of Res. Develop.
Foundation1 Librarian tor InforMa-
tion Retrieval1 Supervisor from PolandSprings job Corp1 Manager of VocationalGuid. and Placement fromPoland Springs job Corp
5
100%
Budgeted Expended
$3,750.00 $3,675.00
2,544.00 2,744.00
350.00 203.00
00 00
525.00 700.00
400.00 256.00256.00
275.00 222.00
392.00 392.00
$8,236.00 $8,348.00
APPENDIX I
EVALUATION OF WORKSHOP
1. Have you attended a workshop previously?
2. If so, how would you rank the workshop in comparison to other
workshops you have attended?
Extremely High
High
Average
Below Average
Extremely Low
3. Have you attended other workshops on information systems? If
so, how does this one compare?
Extremely High
High
Average
Below Average
Extremely Low
4. In what quite specific ways do you see the workshop having
an impact or influence on your future work on information
systems?
5. What expectations did you have when you came to the workshop?
6. How adequately did the workshop meet your expectations? Were
there unanticipated benefits?
7. What changes have taken place in your thinking regarding
information systems since you arrived?
8. If we were to offer other woikshins, what activities did you feel
were very voithwhile and should be included in future plans and
which would you delete?
Information game
Use of consultantsDr. Johnson
Dr. Dunn
Dr. BurkhalterDr. Goodman
Special interest groupsmore direction by consultants
ERIC presentation
Midwestern States Educational Information Project Presentation
Dr. Foley's presentation on Iowa Educational Information System
13
FO
R P
UP
IL P
ER
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SB
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f wor
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tow
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affo
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sign
and
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in th
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ettin
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at p
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nean
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rw
ill b
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am a
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ovid
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oura
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for
the
grow
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f an
attit
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quiry
and
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desi
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he tw
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pup
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epre
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ome-
one
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ide
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ork
setti
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uch
as a
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selo
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is a
ntic
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at r
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em-
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will
be
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afte
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orks
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topr
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and
to a
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AP
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AY
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ask
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sub
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ills
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ew
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ll te
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ld h
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ir sc
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dmin
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ator
. Det
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at th
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orks
hop
will
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the
poie
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r in
itiat
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and
stim
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the
deve
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fin
form
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s in
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are
a. A
ppli-
catio
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adlin
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Feb
ruar
y 6t
h. N
otifi
catio
n of
the
resu
lts w
ill o
ccur
on
or a
bout
Feb
ruar
y 20
th.
A to
tal o
f fift
y m
embe
rs w
ill b
e se
lect
ed. E
ach
mem
ber
will
be
allo
wed
a $
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0 st
ipen
d to
hel
pde
fray
hou
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and
livi
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osts
. Spe
cial
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cilit
ies
will
be
prov
ided
for
part
ici-
pant
s. C
ompl
ete
info
rmat
ion
rega
rdin
g th
is w
illbe
pro
vide
d at
the
time
of fi
nal n
otifi
catio
n. N
otr
ansp
orta
tion
cost
s w
ill b
e pr
ovid
ed. I
n m
any
case
s, it
is e
xpec
ted
that
the
scho
ol s
yste
ms
will
mak
e pr
ovis
ion
for
tran
spor
tatio
n.
To
appl
y, p
leas
e su
pply
the
follo
win
g in
form
a-tio
n in
lette
r fo
rm, i
n tr
iplic
ate,
to:
Info
rmat
ion
Sys
tem
s W
orks
hop
Hea
dqua
rter
s30
9 S
outh
Sta
te S
tree
tA
nn A
rbor
, Mic
higa
n48
104
EA
CH
IND
IVID
UA
L1.
Nam
e2.
Pos
ition
3.W
ork
addr
ess
4.W
ork
expe
rienc
e5.
Act
iviti
es a
nd r
espo
nsib
ilitie
sin
volv
edin
pre
sent
ass
;gnm
ent.
FO
R T
HE
TE
AM
Ana
lysi
s of
nee
d fo
r an
info
rmat
ion
syst
em.
Wha
t bod
y of
info
rmat
ion
coul
d be
mad
e m
ore
acce
ssib
le o
r av
aila
ble
in y
our
educ
atio
nal s
ys-
tem
by
met
hods
oth
erth
an th
ose
curr
ently
used
?
Who
in y
our
syst
em u
ses
this
info
rmat
ion
and
how
is it
use
d?
Dis
cuss
the
func
tions
whi
ch a
nin
form
atio
n sy
s-te
m c
ould
ser
ve in
you
rde
velo
pmen
t of p
upil
pers
onne
l ser
vice
s.
Wha
t kin
ds o
f que
stio
ns s
houl
d an
info
rmat
ion
syst
em b
e ab
le to
ans
wer
?
Wha
t rol
e w
ould
the
diffe
rent
team
mem
bers
pla
y
in th
e de
velo
pmen
t of y
our
info
rmat
ion
syst
em?
Des
crib
e th
e ed
ucat
iona
l uni
t you
rep
rese
nt(s
in-
gle
scho
ol, c
ount
y sy
stem
, etc
.).
Wou
ld th
e te
am m
embe
rs b
e w
illin
g to
part
ici-
pate
in a
follo
w-u
p st
udy
onth
e re
sults
of t
hew
orks
hop?
Will
you
r sc
hool
sys
tem
be
will
ing
to p
ayal
l or
ash
are
of y
our
trav
elin
g ex
pens
es?
Sig
natu
res
of p
ropo
sed
team
mem
bers
and
chie
fad
min
istr
ator
.
Dal
l s, T
exas
Mar
ch 1
3-17
,19
67
WO
RK
SH
OP
PO
N
INF
OR
MA
ILIO
NS
YS
TE
MS
FO
R'
PU
PLL
IDE
RS
ON
NE
L
SE
RV
ICE
S
Con
cept
Des
ign
lImpl
emen
tatio
n
Spo
nsor
ed b
yA
mer
ican
Per
sonn
elnd
Gui
danc
e A
ssoc
iatio
nss
n. fo
r C
ouns
elor
E u
catio
n an
d S
uper
visi
on
ER
iC C
ouns
elin
g an
d P
erso
nnel
Ser
vice
s
Info
rmat
ion.
Cen
ter
supp
orte
d by
a g
rant
flom
U. S
. Offi
ce o
f Edu
ca io
n
\t
A P
UP
IL PE
RS
ON
NE
LIN
FO
RM
AT
ION
SY
ST
EM
S W
OR
KS
HO
P
During recent years, pupil
personnel workers
have increased in number and
the scope of theirservices has broadened. H
owever,
all too ofteneach m
ember of the team
functions as asingle
specialists faced with the problem
ofm
aking de-specialists faced w
ith th eproblemof m
aking de-cisions for the good of the sam
estudents. T
hebody of know
ledge and information
that couldassist in w
ise decision-making
has also grown
and may appear an unw
ieldlyim
penetrablem
ass, discouragingand unusable to those w
hocould m
ake effective use of the component parts
of this mass. A
n information processing system
can accomplish this purpose
and implem
ent thepotential contained in both the know
ledgeand
the worker.
TO
AC
CO
MP
LISH
TH
ES
E O
BJE
CT
IVE
SP
upil personnel workers are
acutely aware of
the types of information w
hichcould facilitate a
variety of pupil personnelactivities. T
he follow-
ing seem representative of
these needs:
Rapid access to vocational and
educational infor-
mation appropriate to individual
students.
Utilization of follow
-up information to
help thepresent student body m
akeeducational decisions.
Locate information on w
ays in which
other schools
have planned and implem
entedpupil personnel
activities.
Develop an understanding of the w
ays inw
hich new
information processing skills are sim
ilar tothose
used by individuals in the decision-making process.
These suggestions of possible pupil
personnel in-form
atiun syste.ns may stim
ulatethinking about
specific information system
s which w
ould supportthe pupil personnel activities of a
particularschool.
The basic goal of the w
orkshop is to help a team of
pupil personnel workers form
ulate plans for aninform
ation system w
hich would be designed to m
eetthe needs of their particular w
ork setting.
US
ING
TH
ES
E R
ES
OU
RC
ES
Methods of im
plementation w
ill include an in-form
ation game, audio-visual m
aterials, lab prac-tice in various areas, the use of E
RIC
materials,
demonstrations, presentations, discussions, and
opportunity to consult with specialists in
pupilpersonnel w
ork and research, computer applica-
tions, and information system
designand use.
1
TE
NT
AT
IVE
MO
RN
ING
AF
TE
RN
OO
N
EV
EN
ING
PR
OG
RA
M
1.
SC
HE
DU
LE
Monday
Interdis-ciplinaryC
onceptsW
alz
Workshop
onC
oncepts
Team
Conferences
with
Staff
Tuesday
Introductionto Inform
ationS
ystem D
esign-R
obinson,G
oodman
Laboratoryon
Developm
entof
Information
Tools
InterestS
essions onInform
ationS
ystemD
esign
Major W
orkshop staff will be:
Thelm
a UrbickE
RIC
Workshop C
oordinator, Re-
search Assistant; U
niversity of Michigan.
Garry W
alzDirector, E
RIC
, Associate P
rofessorof E
ducation, University of M
ichigan.Juliet R
ichPrincipal Investigator, E
RIC
, Research
Associate, U
niversity of Michigan.
Frederick G
oodmanA
ssociate Professor of E
du-cation, U
niversity of Michigan.
M. C
lemens Johnson
Professor of E
ducation,U
niversity of Michigan.
James D
unnDirector of IR
CO
PP
S, A
ssistant Pro-
fessor of Education and P
sychology, University
of Michigan.
Wade R
obinsonExecutive D
irector, Central M
id-w
estern Regional E
ducational Laboratory, Inc.,S
t. Louis, Missouri.
Additional consultants and resource people w
ill beused throughout the W
orkshop.
Wednesday
Information
Gam
e
Information
Gam
e-S
taff
Discussion
ofG
ame
Strategies
Thursday
Training in
Design and
Use of E
RIC
System
-R
ich, Urbick
Introductionto C
omputer
System
s &C
omputer
LabJohnson
Team
Conferences
with
Staff
Friday
Designof
IndividualT
eamS
ystems
Team
Conferencesto plan
Implem
en-tation ofS
ystems
SPECIAL ANNOUNCEMENTAPGA-ACES PRE-CONVENTION WORKSHOP
This announcement is IMPORTANT to you if you areinterested in .
Developing an interdisciplinary approach to pupilpersonnel work.Acquiring a knowledge of indexing and informationprocessing that will assist in educational decisionmaking.Learning about data processing and computer pro-
gramming techniques that can be used in the develop-ment of an information system for your school system.
Knowing about the ERIC Center for Guidance andCounseling and how it and other information systems
can assist information searches in pupil personnel
services.
ANNOUNCING:APGA-ACES Pre-ConventionWorkshop:
Design and Implementation of Information SystemsMarch 13-17, 1967 Dallas, Texas
What is the purpose?To assist pupil personnel workers to develop search and
information retrieval competencies for implementationwithin their local school settings.
Who will participate?Teams of pupil personnel workers selected on the basis of
proposals developed by them and endorsed by their chiefschool administrator. The proposals should describe the
existing pupil personnel program and the manner inwhich an information retrieval system would be used inthe local school setting. A total of 50 individuals will be
selected for the workshop.
Who comprises a team?Any combination of the following:
State-Guidance SUpervisorsDirectors of Guidance ServicesCounselorsCounselor EducatorsOther Pupil Personnel Specialists
What will it cost?Each participant will be allowed $75 to help defrayaccommodation and meal costs.Participants will be expected to provide for their owntransportation. It is hoped that school administratorswill help participants meet transportation costs since
the schoo: systems stand to benefit from participationby their s Pif members.
How to apply.Interested persons shoi.11 request application formsfrom:
Garry R. WalzERIC Project Director31:laativStator5isteet it a kyr k StAnn Arbor, Michigan
Application must be submitt:A by Februazy 6, 1967.Announcements will be made February 20, 1967.
Follow-up and evaluation:It is expected that regular contact will be maintainedwith participants after the workshop to share experiencesand assist in the development of their programs.
Workshop staffGarry Walz DirectorThelma Urbick Assistant DirectorFred Goodman Consultant, Office of Education
Wade Robinson Regional Laboratorles
C. Clemens Johnson Office of Research ServicesUniversity of Michigan
James Dunn Interdisciplinary Research Commissionon Pupil Personnel Services (IRCOPPS)
A new address this fall?
Please return this panel to APGA headquarters,including your mailing label and your new address.It will take five weeks for the change to becomeeffective.
Name
NEW Address
City State ZIP
Mail to: Journal Address Change1605 New Hampshire Ave., N.W.Washington, D.C. 20009
tlue guicierocostthe american personnel and guidance association, inc.1605 new hampshire avenue, n.w., washington, d. c. 20009
15
Eldon E. Rug,IPGA President
The Executive Council meets inMay, September, and January. Theannual conference is a two.day meet-ing in February. The conference thispast February centered around thetheme "Modern Measurement MadeMeaningful." Twenty-three specialinterest sections plus three keynotespeeches were devoted to the theme.The 1967 conference theme will be"Preparing Youth for Tomorrow."Keynote speakers will be Kenneth B.Hoyt, APGA President; SeymourWolfbein, U.S. Department of Labor ;Willis E. Dugan, APGA ExecutiveDirector; and Henry Isaksen, ASCAPresident.
This fall saw the beginning of anew professional publication, TheIndiana Personnel cmd GuidanceJournal. The journal will be devotedto furthering the guidance movementin Indiana as well as throughout thenation and will make a special effortto get the practicing counselor topublish his ideas and research. IPGAalso publishes The Hoosier Guide-lines, a quarterly newsletter.
TENNESSEE
The Tennessee Personnel and Guid-ance Association, with 430 membersin 1965-66, has five state chapters.Three of these Lookout, Watauga,and West Tennessee received their
The joint TPGA and TEA LegislativeCommittee are (left to right) :Sherwell Tolleson, Bert Gronseth,Martha Polk, David R. Davis,VirginiaHill, Dorothy Pease, Chairman Law-rence De Ridder, Elizabeth H. Stokes,Mary Warren, Dorothy McGinnis.
charters at the 1966 APGA Conven-tion. The Middle Tennessee chapteris the original chapter of the stateorganization, while the East Tennesseechapter is planning to apply for itscharter in 1967. Each of these chap-ters holds regular meetings and somepublish their own newsletter.
The Counselor Educators andSupervisors group of TPGA, organ-ized in 1965, meets quarterly. Theyhave prepared a report defining therole of the elementary guidance con-sultant, which makes recommenda-tions concerning the education andqualifications needed for this position.
Keynote speakers at the annualspring convention were Hubert W.Houghton and Paul I. Clifford. AnASCA group was organized at thismeeting. The membership alsoadopted a resolution to seek privi-leged communication for counsebrsat the next session of the state legis-lature. The first annual presentationof a memorial award honoring JamesN. Hobbs, an outstanding and belovedTennessee guidance educator whowas killed in an automobile accidentin 1965, was made to Martha Polk,a school counselor and past presidentof TPGA.
A joint legislative committee withrepresentatives from TPGA and theguidance sections of the TennesseeEducation Association has developeda seven-year plan for inclusion of thesecondary and elementary guidancecounselors and guidance supervisorsin the state minimum foundation edu-cation program. The plan also sug-gests a decreasing pupilcounselorratio until the desired level is ob-tained. The plan has been and will bepresented to the appropriate groupsto secure the necessary approval forits adoption.
NORTH CAROLINA
Edward Joseph Shoben, Jr., Di-rector of ACE's Commission on Aca-demic Affairs, and John Darley,Chairman of the Department of Psy-chology, University of Minnesota,will be among the featured speakersat the annual state convention of theNorth Carolina Personnel and Guid-ance Association, March 3-4, 1967,in Charlotte. Darley's address on pro-fessionalizing the work and trainingof counselors will highlight the ses-sion sponsored by ACES, accordingto the state division president, Henry
Weitz of Duke University. ThomasEhnore of Wake Forrest College,President of the North Carolina Col-lege Personnel Association, reportsthat Shoben will address the NCCPA-sponsored session of the convention.
President-Elect William Hennis,Raleigh, became Acting President inAugust at the time of Ralph Hester'sresignation from the presidency whenhe moved from St. Andrews Collegeto an executive position with Educa-tional Resources Cooperative Associ-ation, Austin, Tex.
)1i
r
William Bennis, Acting NCPGAPresident, looks on as NCVGAPresident Ruth Milkr receives fromGovernor Moore a statement desig-nating October 23-29 as VocationalGuidance Week in North Carolina.
Governor Dan Moore presentedNCVGA President Ruth Miller ofSalisbury a statement calling atten-tion to the need for vocational guid-ance and designating October 23-29as Vocational Guidance Week inNorth Carolina. Celehration of theweek included film programs in vari-ous areas, newspaper features, andfeatures and editorials in statewidereligious publications. Some localgroups of vocational guidance co-workers sponsored career confer-ences, open houses, and a variety ofprograms and projects.
The School Counselor Associationin North Carolina, beaded by ChesterMisenheimer of Concord, has begunprocedures to secure a charter fromthe American School CounselorAssociation.
The North Carolina College Per-sonnel Association, granted divisionstatus at last year's convention by thestate branch, scheduled a meeting todiscuss its concerns on November 3prior to the convening of the N.C.Association of Colleges and Universi-ties in which members were en-couraged to participate.
NEVADA
I IThe Nevada Personnel and Guid-
ance Association held its 11th annual